HOW TO USE THIS RESOURCE
This Teacher Book has been designed to link with three specific areas of the curriculum, SPHE, CSPE and English to coincide with curriculum planning and to offer active learning approaches that can be used to further discuss themes highlighted in the production. Unit 1 focuses on understanding the play and the production while Unit 2 considers how myth, fairy-tales and legends can be used to help us to question ourselves. Finally, Unit 3 highlights activities and strategies for discussing gang violence and territory.
Cross-curricular links are also made with Art and Drama. Each activity begins with a grid structure outlining the areas specific to each curriculum subject. The subject is broken down into its basic structure; SPHE into Modules and Topics, CSPE is divided into Units and Concepts, and English is divided into modules and unit themes.
The top left hand corner of the grid highlights if this is a whole group, small group, pairs or individual activity. The top right hand corner of the grid highlights the year groups the activity is appropriate for. Every effort has been made to make the Teacher Book as user-friendly, accessible and curriculum linked as possible. However, the class teacher and the class can decide what activities best suit the group. The activities can be adapted and there are suggestions for how various activities could be used across the curriculum and within other aspects of the particular core subjects of this pack, namely, SPHE, CSPE and English.
Every activity has a learning objective and outcomes; these can be adapted to suit the teacher and the class group. The materials and resources necessary for each activity are noted in the box below the grid. There is a photocopiable section at the back of the Teacher Book which contains hand-outs and questions that can be used with the class during the activities. It is stated in the plan when these can be used.
Here is an example of the layout you will find across the resource pack:
Unit 3: Understanding and discussing gang violence
Group Comic Strip/Storyboard Activity
Active Learning
Small groups activityYear groups:
2nd, 3rd, TY
SPHE: Belonging and Integrating
Influences and Decisions / Topic:Group work
Topic: Making decisions
CSPE: The Individual and Citizenship / Concept: Human Dignity
English:Personal, Social and Cultural Literacy / Unit theme: Link: Understanding and discussing gang violence
Writing: Creating a storyboard or comic strip
Learning Objective: To explore gang violence by creating a small group storyboard or comic strip.
Learning Outcomes:
Students will work together discussing how the scene from the play and the gang violence can be presented in a storyboard or comic form.
Students will develop an understanding of how a storyboard or comic strip can be used to tell a story.
Students will consider the key moments, images and text that will illustrate the scene.
Materials: Samples of comics or graphic novels, A4 paper, markers, pens, colouring pencils, storyboard or comic strip template, cut out speech or thought bubbles, a copy of the text from the play.
1. Explain the learning objective; the class are going to work in groups to make a storyboard or comic strip of a scene from Where in the World is Frank Sparrow? Perhaps when Aaron South and his gang confront Kira and Frank or the final scene when Frank and Kira run and then Frank is swallowed from below and Kira is left surrounded by police sirens? Consider how the chosen scene could be presented in this format? Does it change how we discuss or show the violence? What effect will it have on how we tell the story? Divide the class into six groups depending on class size. Each group is assigned a group representative who will take notes during the reflection part of the session. Give the group a time limit – 30/40 minutes to create the storyboard or comic strip as a group using the template. It might be useful to try this activity over two sessions.
2. Each group is given samples of comics or age appropriate graphic novels, a copy of the scene from the play; Where in the World is Frank Sparrow?, colouring pencils, markers, pens, the A4 paper template. Ask the groups to use those materials to create a storyboard or comic strip of their chosen scene. The group can use drawings, speech bubbles, thought bubbles, images, text, anything they believe conveys their chosen scene from the play. Ask the group to decide on who this storyboard or comic strip is aimed at? What age group? How can they appeal to that age group?
3. While the groups are working together the teacher can “visit” the groups and help with any questions they may have. When the groups have completed their storyboards or comic strip explain to the students that they now have five minutes to think about the Discussion and Reflection questions. A copy of these questions is in the photocopiable section. A group representative can write down answers or take notes.
Breakdown of the Teacher Book:
The Teacher Book contains four main units with activities in each unit focusing on particular areas. The activities encourage students to develop skills in comprehension, reflection, discussion, critical thinking, communication and developing themselves through active learning and participation.
Each of these units is comprised of a variety of active learning, drama and written activities to give students and teachers an opportunity to explore ideas in the play and the Teacher Book in different ways. The title page for each unit gives a breakdown of activities. The Teacher Book can be used with your planning and other resources across the curriculum. When trying the activities in the book be aware of health and safety. If the space needs to be cleared, ensure that the space is safe prior to beginning the activity. Ground rules and a contract of learning are useful to set up with every class, especially in relation to SPHE, CSPE, English and Drama where various ideas will be discussed. Ensure that there is a safe learning environment with sensitivity and respect for everyone’s opinions and ideas. Ground rules and contracts of learning can be done in the earlier sessions with the group; these provide a good starting point for whole class learning and ownership of their work and ideas.
Unit 1: Understanding the Play and the Production
This unit begins with looking at the play using a mind map strategy, a useful resource for students to develop and which can be used across the curriculum. While the activities in this unit look at characters and characterisation and are particularly suited to English and Drama, links are made with SPHE – group work and CSPE - Human Dignity.
Unit 2: Myths, fairy-tales and legends: Questioning ourselves
The activities outlined in this unit ask students to consider the value and conventions of myths, fairy-tales and legends and the use of myth, fairy-tales and legends to explore emotions and human experiences. Students also have the opportunity to create their own myths and legends. These activities are linked with SPHE, CSPE, English, Art and Drama.
Unit 3: Understanding and discussing gang violence
Activities focused on group work and debate will enable students to consider gang violence and crime in contemporary society. The value of informed decision making and discussion are explored through drama and active learning activities such as role play and walking debates. Links are made with English and drama, SPHE – Influences and Decisions, Communication skills and CSPE – Rights and Responsibilities and the Law.
Unit 4: Useful information for Students, Teachers and Parents
This section contains useful websites, phone numbers and agencies that cater for young people, teachers and parents. There is also a Teaching and Learning resource section with useful websites for planning activities.
Photocopiable section:
Various activities throughout the Teacher Book can be photocopied to use with the group. These are available within the pack and in the photocopiable section of the pack.
Bibliography:
All of the resources, books and websites are referenced in the bibliography for teachers, students and parents to use for research or interest.
Synopsis – Where in the World is Frank Sparrow?
By Angela Betzien
Where in the world is Frank Sparrow? by Angela Betzien is set in Shadow City.The play is stylised in its approach as a Chorus disclose and comment upon the backstory and immediate events in the play. Fourteen years ago Frank Sparrow was pushed through the earth, “an ancient promise between above and below to balance the worlds to mix the blood” (Betzien, 2012, 5). Frank was adopted by a couple. He was a sickly child and his health is still a concern. Frank rebels against this, by living life to the full. Frank’s life hangs in the balance between the world above in Shadow City and the underworld below as he is hunted down by two henchmen, Nyx (with the head of a crow)and Warren(a henchman with the head of a fox). Frank is also being monitored closely by Stan the man, his youth officer after a court appearance for freeing birds from Noah’s Aviary.
The fast paced rhyming and rhythmic language of the play creates a momentum which moves swiftly from place to place. Frank frequently encounters and is given advice from dead animals during the play. A moment of change occurs for Frank one night when he meets Kira Kelly, daughter of the notorious Patrick ‘PigIron’ Kelly. Shadow City is ruled by the two mafia gangs, the Souths and the Kellys. Frank and Kira exchange a flirtatious encounter through quick witted questions and answers. She comments on Frank’s mis-formed arm and confides in him about her mother’s death by a lorry driver, a death caused by her father’s involvement with smack (cocaine). Kira suggests another rendez-vous at ten the following evening.
Meanwhile the underbelly of the world opens up again to reveal Warren and Nyx. Frank has another encounter with a dead animal, who asks when he is returning to his real home, down there, under the ground. The hare encourages Frank to imagine he is an animal. Frank transforms into a bird, butpanicsand returns to his human form. That night Kira shows Frank her map of the city, revealing the city’s two territories, those owned by the Kellys and the Souths. Frank discovers they are meeting on the Souths' turf.
Frank and Kira’s nightly trysts are brought to a halt by the arrival one night of Aaron South, son of Dan. Aaron asks his gang to shove Frank, he then produces a knife and lunges at Frank. Suddenly, Frank transforms into a vicious wolf and savages Aaron. Frank panics and Kira tells him to run. Kira takes her hoodie and covers Aaron’s body. The police arrive. Kira is taken a to a detention centre for girls. Frank transforms into a bird and frees Kira from her cell and they try to flee the city. As they run through the streets a newspaper for a future date flies through the air, declaring the death of a girl called Wendy. Frank recalls a song he heard on the radio. They decide to try and stop this from happening. However, the deadly duo of Nyx and Warren arrive, followed by a gang of Souths and the police. Kira and Frank run into a dead end. The ground opens up and Frank disappears!
Kira meets an Old Man who explains how to find Frank, Kira has to make a decision to save Wendy or stay with Frank. Kira arrives just in time and saves Wendy. Kira’s selfless sacrifice brings peace to Shadow City for now.
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